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CONSTRUCTING
OBJECTIVE TEST
ITEMS:SIMPLE FORMS
Fathurohmah Taufiqi (4201417011)
Miranda Yoan Rosana (42014170)

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Each type of test item has its own unique
characteristics, uses, advantages, limitations,
and rules for construction.
These characteristics considered for objectivetest forms that
typically measure rearelatively simple learning outcomes:
a) The short-answer item
b) The true-false item
c) The matching exercise
 1

SHORT-ANSWER ITEM
The short-answer item and the completion item both are supply
type test items that can be answered by a word, phrase,
number or symbol
Use of Short-Answer Items

Measuring a wide variety of relatively simple learning

1 outcomes

Measuring simple learning outcomes are found in the

2 areas of mathematics and science

Clearly superior to items that require the student to

3 select an answer

4 Maintain some of advantages of the supply-item

Measuring a wide variety of relatively simple learning outcomes
Measuring simple learning outcomes are found in the areas of
mathematics and science
Clearly superior to items that require the student to select
an answer
Maintain some of advantages of the supply-item
Suggestions for Constructing Short-Answer Items
1. Word the item so that the required answer is
both brief and spesific

2. Don’t take statements directly from

textbooks to use as a basis for short-answer

3. A direct question is generally more desirable than an

incomplete statement
Suggestions for Constructing Short-Answer Items
4. If the answer is to be expressed in numerical units,
indicate the type of answer wanted

5. Blanks for the answer should be equal in length and in a column

to the right of the question

6. When completion items are used, don’t include too many blanks
 2

TRUE-FALSE OR ALTERNATIVE-
RESPONSE ITEM
 Use of True-False Items

For measuring the ability to identify

Measuring the student’s
the correctness of statements of fact,
Content Content ability to distinguish fact
definitions of terms statements of
from opinion
principles, and the like.
01 02
Able to recognize a false Measuring knowledge concerning
statement as incorrect but Content
Content the beliefs held by an individual
still not know what is or the values supported by an
correct 06 03 organization or institution

Measure some simple aspects of Content Content

logic, as illustrated by the following
Ability to recognize cause-
items that were developed for use in
a science test 05 04 and-effect relationships
1. For measuring the ability to identify the correctness of statements of
fact, definitions of terms statements of principles, and the like.
2. Measuring the student’s ability to distinguish fact from
opinion
3. Measuring knowledge concerning the beliefs held by an individual or the values
supported by an organization or institution
4. Ability to recognize cause-and-effect
relationships
 5. Measure some simple aspects of logic, as
illustrated by the following items that were developed
for use in a science test
6. Able to recognize a false statement as incorrect
but still not know what is correct
 Sugesstion for constructing of true-false items
1. Avoid broad general statement if they are to be judge tru or false.

2. Avoid trivial statements

3. Avoid the use of negative statements, especially double negative.

 Sugesstion for constructing of true-false items
4. Avoid long, complex sentences

5. Avoid including two ideas in one statements, unless cause and effect relationship are being measured
 Sugesstion for constructing of true-false items
6. If opinion is used, attribute it to some source, unless the baility to identify opinion is especially being
measured .

7. True statements and false statements should be approxiamtely equal in length.

8. The number of True statements and false statements should be approxiamtely equal.
Matching Exercise
Matching Exercise
Uses Matching Exercise
Suggestion for constructing matching exercise
1. Use only homogenous material in single matching exercise.

2. Include an unequal number of responses and premises and instruct the student that responses
may be used once, more than once, or not at all.
Suggestion for constructing matching exercise
3. Keep the list of items to be match brief and place the shorter responses on the right.

4. Arrange the list of responses in logicval order, place words in alphabetical order, and numbers in s
equence.
Suggestion for constructing matching exercise
5. Indicate in the directions the basis for matching the responses and premises.

6. Place all the items for one matching exercise on the same page.
Thank You !
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Any Question ?
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